This timely collection of theoretical and applied studies examines the pedagogical potential and realities of digital technologies in a wide range of disciplinary contexts across the educational spectrum. By mixing content-based chapters with a theoretical perspective with case studies detailing actual teaching approaches utilizing digital technologies in the classroom or on campus, this work provides a valuable resource for teacher trainers, academic researchers, administrators, and students interested in interdisciplinary studies of education and learning technologies from around the world.

Educational technologies are becoming commonplace entities in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult to use due to a lack of training and instruction on how to effectively apply them to the classroom. TPACK: Breakthroughs in Research and Practice is an authoritative reference source for the latest research on the integration of technological knowledge, pedagogical knowledge, and content knowledge in the contexts of K-12 education. Highlighting a range of pertinent topics such as pedagogical strategies, blended learning, and technology integration, this publication is an ideal resource for educators, instructional designers, administrators, academicians, and teacher education programs seeking current findings on the implementation of technology in instructional design.

Teaching Faculty How to Use Technology covers the critical developments in the use of technology for college teaching in North America and worldwide. Despite the huge investments in campus network infrastructures, the most daunting challenge in implementing technology in college teaching is the training of faculty in the use of these new technologies. Key challenges for this critical task are discussed, including such issues as funding, technical and pedagogical training/support, organizational structures, reward systems, workload issues, multi-institutional collaboration, collective bargaining, and intellectual property.

Although 3D printing technologies are still a rarity in many classrooms and other educational settings, their far-reaching applications across a wide range of subjects make them a desirable instructional aid. Effective implementation of these technologies can engage learners through project-based learning and exploration of objects. Interdisciplinary and International Perspectives on 3D Printing in Education is a collection of advanced research that facilitates discussions on interdisciplinary fields and international perspectives, from kindergarten to higher education, to inform the uses of 3D printing in education from diverse and broad perspectives. Covering topics such as computer-aided software, learning theories, and educational policy, this book is ideally designed for educators, practitioners, instructional designers, and researchers.

This book presents research and developments in the virtual, augmented technology and mixed-reality used in language learning and teaching. It provides the readers with a comprehensive overview of contextual language learning with the support of immersive technology. From theoretical foundations, methodological issues, the features of virtual and augmented reality, and educational practices of language learning, to the future of immersive technology for and research on language learning. During the past two decades, abundant research on different realities has recognized the potential of language learning in virtual, augmented, and mixed-reality environments (Wang et al., 2020; Lin & Lan, 2015). Given insufficient studies of Chinese learning in immersive contexts reported in existing literature, this book includes several excellent studies about using immersive technologies for Chinese learning in addition to other foreign langue learning, such as English as a foreign language (EFL). Since learning Chinese has grown significantly as a global trend, the authors vitally consolidate and synthesize various theoretical foundations, visions, and recent research and practices in the context of Chinese teaching from broader and more diverse perspectives. On the other hand, the chapters about EFL learning also shed light on the research on contextual language learning. Thus, the chapters included in this book will likely provide readers with a deep and extensive understanding of the potential of the smart combination of immersive technologies and language learning. More issues for future research will undoubtedly be inspired by reading the chapters in this book.

A step-by-step guide written specifically to introduce school library media specialists to the Internet, addressing their distinct needs and the unique relationships that exist between media specialists, their students, and classroom colleagues. Steps for incorporating the Internet into the media center program, online resource identification, and descriptions of successful learning activities will have immediate application in any media center. Intended for media specialists with little or no Internet experience, it explains clearly how to incorporate the Internet into the media center, cites exemplary World Wide Web sites for media specialists, and covers the following topics: how to connect to the Internet; Internet tools and how to use them; the best ways to browse the World Wide Web and retrieve useful information; the basics of home page development; listservs and USENET newsgroups for the school library media specialist; how to develop and evaluate Internet-based instructional activities--with illustrations of actual Internet use, and strategies for promoting responsible student use of the Internet. Helpful appendices include a guide for evaluating World Wide Web resources, a sample Internet acceptable use policy, a selective subject list of World Wide Web resources, a glossary of terms, and a bibliography of recommended titles. MacDonald explains clearly and with Web screen illustrations how to accomplish each step of Internet connection and use. He describes and evaluates hardware and service provider issues, Internet search tools and browsers, and cites exemplary World Wide Web sites for school library media specialists. All terms--such as Telnet, FTP, Gopher, WAIS, Netscape, HTML, and Java--are clearly explained and their uses evaluated in terms of the school library media center. This guide cuts through the confusion of the Internet and provides a clear path to transforming traditional media center services through use of the Internet and to developing enhanced media center and classroom programs in collaboration with teachers.

This guide provides a comprehensive overview of High Performance Computing (HPC) to equip students with a full skill set including cluster setup, network selection, and a background of supercomputing competitions. It covers the system, architecture, evaluating approaches, and other practical supercomputing techniques. As the world's largest supercomputing hackathon, the ASC Student Supercomputer Challenge has attracted a growing number of new talent to supercomputing and has greatly promoted communications in the global HPC community. Enclosed in this book, readers will also find how to analyze and optimize supercomputing systems and applications in real science and engineering cases.

This book presents research on the effects and effectiveness of ICT applications in lifelong learning in relation to digital competences of educators. It sketches recent and future evolutions in higher education, explores whether universities have adjusted policies and business models in line with the rapid development of ICT technologies, and analyses whether the adjustments made are merely cosmetic or truly future-proof. The book specifically deals with such topics as digital competencies of teaching staff, the development and implementation of MOOCs and other E-learning tools, virtual classrooms, online tutoring, and collaborative learning. It presents case studies of innovative master's programmes, projects and methods, and processes of standardization and validation used in various countries as illustrations. The book explains the rapid transition of the knowledge society to the "society of global competence" and shows the necessity of an active implementation of innovative forms and effective methods of education, and above all, distance learning at all levels of education.

As innovation advances and grows, classrooms are able utilize more advanced technology to educate students. Through virtual learning environments, students can experience real-life tasks and situations more directly, promoting active engagement in education. Integrating Multi-User Virtual Environments in Modern Classrooms provides emerging research on the development of multi-user virtual learning environments and their potential role in education. Highlighting a range of pertinent topics, such as project-based learning, social learning theory, and interactive media, this book is a vital resource for educational researchers, school teachers, college professors, and instructional designers seeking current research on the benefits and integration of multi-user virtual environments in modern education.

In 1991, Denis Hlynka and John Belland released Paradigms Regained, a well received reader for graduate students in the field of educational technology. The Role of Criticism in Understanding Problem Solving updates some of those ideas initially proposed in Paradigms Regained, and extends the conversation into the contemporary discourse regarding problem based learning (PBL). Paradigms proposed the idea of criticism as a third method for the conduction of educational research, the first two being qualitative and qualitative. The concept of criticism as a tool for research is not well established in educational technology, although it is well established in other educational research traditions such as Curriculum Studies. Unfortunately, it is not always clear how criticism can be applied. This book views criticism as a way to step back and look at an educational intervention within educational technology through a particular critical lens. Criticism is viewed as a valuable approach to guiding meta analyses and theoretical studies, serving to prevent the proverbial "spinning of the wheels" that often happens in educational research. By indicating new potential research questions and directions, criticism approaches can invigorate educational research. This book revisits the ideals of criticism in order to establish their usefulness for studying educational technology interventions to support problem based learning. First, a few foundational chapters set the stage for the conversations on criticism. Then, the role criticism can play in enhancing analysis and interpretation of the PBL literature is explored. Finally, case studies addressing the central concepts of the text are presented and dissected. This book represents a complete overhaul and rethinking of the use of criticism as a method for understanding and furthering the research area of PBL within the field of Educational technology.

Games and simulations are not only a rapidly growing source of entertainment in today's world; they are also quite beneficial. They enable players to develop quick-reaction and motor skills, engage cognitive processes, and interact with peers around the globe, thereby enhancing social skills. However, as a result of the rise of games and simulations, educators are struggling to engage their students through more traditional ways of learning. Educational Gameplay and Simulation Environments: Case Studies and Lessons Learned presents a remarkable collection of cases demonstrating how to conceptualize, design, and implement games and simulations effectively for learning. This paramount publication will aid educators, researchers, and game developers in broadening their work to effectively create and implement engaging learning environments for present and future students.

In the fast-changing field of education, the incorporation of game-based learning has been increasing in order to promote more successful learning instruction. Improving the interaction between learning outcomes and motivation in games (both digital and analog) and promoting best practices for the integration of games in instructional settings are imperative for supporting student academic achievement. Global Perspectives on Gameful and Playful Teaching and Learning is a collection of innovative research on the methods and applications that explore the cognitive and psychological aspects underpinning successful educational video games. While highlighting topics including nontraditional exercise, mobile computing, and interactive technologies, this book is ideally designed for teachers, curriculum developers, instructional designers, course designers, IT consultants, educational software developers, principals, school administrators, academicians, researchers, and students seeking current research on the design and integration of game-based learning environments.

Learning Objects for Instruction shows how practical models of learning objects solutions are being applied in education, organizations, industry, and the military. It includes diverse strategies used across these groups to apply learning objects -- from the use of firmly-grounded theoretical contexts to practical tool-based solutions. The reader will find a thorough history, solid models and real-world practices for using learning objects for instruction in a variety of settings. Greater numbers of organizations are expected to embrace the use of objects for instruction as issues of standardization continue to be worked out.

This collection of papers is the result of a workshop sponsored by NATO's Defense Research Group Panel 8 during the Fall of 1993. The workshop was held at the University of German Armed Forces at Neubiberg (Munich) Germany 29 September-l October, 1993. Robert J. Seidel Paul R. Chatelier U.S. Army Research Institute for the Executive Office of the President Behavioral and Social Sciences Office of Science and Technology Policy Washington, D.C. Washington, D.C. v PREFACE We would like to thank the authors of the papers for providing an excellent coverage of this rapidly developing technology, the session chairpersons for providing excellent structure and management for each group of papers, and each session's discussant's for their summary and personal views of their sessions papers. Our special thanks go to Dr. Rolfe Otte, the German ministry of Defense's research study group member and the person responsible for our being able to have this workshop in Munich. We are also grateful to Dr. H. Closhen of the IABG for technical and administrative assistance throughout the planning and conduct of the workshop.

Technologic and virtual development is growing, creating an environment of online gaming that can be used as an effective and motivational instrument for math didactics in education. Simulation and Gaming for Mathematical Education: Epistemology and Teaching Strategies provides leading research on ways for various learning environments to be created referring to math didactics through redefinition and reassessment of teaching experiences. A defining collection of field advancements, this publication gradually leads readers through the steps of planning innovative strategies in math education.

Ten Steps to Complex Learning presents a path from an educational problem to a solution in a way that students, practitioners, and researchers can understand and easily use. Students in the field of instructional design can use this book to broaden their knowledge of the design of training programs for complex learning. Practitioners can use this book as a reference guide to support their design of courses, curricula, or environments for complex learning. Now fully revised to incorporate the most current research in the field, this third edition of Ten Steps to Complex Learning includes many references to recent research as well as two new chapters. One new chapter deals with the training of 21st-century skills in educational programs based on the Ten Steps. The other deals with the design of assessment programs that are fully aligned with the Ten Steps. In the closing chapter, new directions for the further development of the Ten Steps are discussed.

Claus Pahl provides fundamental research on the common structures in LTS architectures and solutions for specific forms such as knowledge-based, distributed, or adaptive applications of e-learning.

The explosive growth and deployment of networking technology poses many security challenges to networking professionals including network administrators and information systems managers. Often, network administrators and managers learn about specific tools and techniques that are applicable to specific systems or situations only, and hence, have a great deal of difficulty in applying their knowledge of security when a technology, a system, or a situation changes. Network Security, Administration and Management: Advancing Technology and Practice identifies the latest technological solutions, practices and principles on network security while exposing possible security threats and vulnerabilities of contemporary software, hardware, and networked systems. This book is a collection of current research and practices in network security and administration to be used as a reference by practitioners as well as a text by academicians and trainers.

This volume sheds light on debates about personalised learning in teacher education by exploring the popular emergence of personalising learning in education and hence its significance in teacher education in the 21st century. It examines personalising learning theory and explores the tenets of this theory and its recent trends in international settings. The theory is explored in relation to both general and higher education pedagogy, and in a range of examples within a teacher education context. The examples from practice provide insights into maximising the potential for personalising learning theory to enhance teaching, learning and assessment in teacher education. The book includes case studies involving pre-service teachers working in communities of practice with one another, with schools and with the wider community. Examples of technology for personalising learning are also described. All the case studies demonstrate how the learner is made central to the teaching and assessment approaches adopted and contributes to a lifelong learning continuum. Providing insights into a new pedagogy for teacher education that leads to an enriched student experience, the book presents a model for personalising learning in teacher education that offers support for 21st century teacher educators.

The 5th edition of the prestigious AECT Handbook continues previous efforts to reach outside the traditional instructional design and technology community to the learning sciences and computer information systems communities toward developing a conceptualization of the field. However, given the pervasive and increasingly complex role technology now plays in education since the 1st edition of the Handbook in 1996, the editors have reorganized the research chapters in this edition to focus on the learning problems we are trying to solve with educational technologies, rather than to focus on the things we are using to solve those problems. Additionally, for the first time this edition of the Handbook reflects our field's growing understanding of the importance of design scholarship to inform practice by including design case chapters. These changes for this edition of the Handbook are intended to bring educational technology research into the broader framework of educational research by elaborating on the role instructional design and technology plays as a scholarly discipline in addressing education's increasingly complex issues. Provides comprehensive reviews of new developments in educational technology research and design practice. Includes concrete examples to guide future research and practice in the ways emerging technologies can be used to solve educational problems. Contains extensive references furnished to guide readers to the most recent research and design practice in the field of instructional design and technology.

Current conceptions of teacher training reflect key issues in professional practices. Two prevailing views seem to be in conflict, the first is that a teacher ought to be able to act as an autonomous professional, trusted to have and apply subject knowledge, through the exercise of judgement. The second conception views the teacher more as a 'deliverer' of a specific curriculum, defined centrally in various government sponsored strategies. Much has been written on the development of 'the reflective practitioner' as crucial to the first conception, and a strong critique of 'the audit culture' in education has emerged. Currently we are at a significant moment in teacher education, - a 'lighter touch' KS3 curriculum and the instigation of new standards for the award of qualified teacher status (QTS). The QTS standards are important as they are set to form the basis of standards at all levels of teaching. This book examines in depth current education and suggests why and how teachers need to develop and exercise practical knowledge and understanding; how standards assessment alone cannot support this teacher 'formation'; and what good 'formation' might be. The nature of practical knowledge is analysed, using some concepts from the work of John Dewey, in two theoretical chapters (4 and 5). The current standards-based model of teacher training in England is predominantly instrumentalist in its application of 'technical rationality' and unsuited to the formation of teachers. However, the often invoked concept of the 'reflective practitioner' is underdetermined and a conception of reflection is needed to illuminate its contribution to the development of practical judgement. The book's argument applies more widely to the debate between 'deregulators' and 'professionalisers' in other spheres of economic and social activity. In asking specific questions about teacher education, questions about the aims of education within specific conditions are raised.

Online learning is transcending from the text-rich educational experience of the past to a video- and audio-rich learning transformation. The greater levels of media-rich content and media-rich interaction that are currently prevalent in online leisure experiences will help to increase e-learning's future efficiency and effectiveness. ""Enhancing E-Learning with Media-Rich Content and Interactions"" presents instructional designers, educators, scholars, and researchers with the necessary foundational elements, theoretical underpinnings, and practical guidance to aid in the technology selection and design of effective online learning experiences by integrating media-rich interactions and content.

The possibilities of the virtual age can provide many valuable resources and opportunities for teachers, preservice teachers, and teacher educators. However, in order to utilize these resources responsibly and productively, the researchers and practitioners of teaching and teacher education must better understand the new potentials and pitfalls related to teaching and learning that are present within the virtual age. The Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age focuses on the recent innovations in teaching and teacher educations as well as innovations in the curriculum and pedagogy of teacher education. It deepens discussions related to how teacher education can address educational possibilities within this digital age. Covering topics such as learning material adaptation, teacher talent pipelines, and metaverse, this major reference work is a comprehensive resource for administrators and educators of both K-12 and higher education, teacher educators, pre-service teachers, government officials, librarians, researchers, and academicians.

Published in cooperation with the ERIC Clearinghouse on Information and Technology and the AECT, this volume of EMTY provides essential and timely information that helps educational technologists, librarians, and media specialists practice their profession in a dynamic and changing field. Respected authorities have contributed essays that address technological trends in education and training. There are detailed listings of United States and Canadian associations and graduate schools as well as a mediagraphy of print and nonprint resources. The book also informs readers about the activities and accomplishments of those organizations and associations dedicated to the advancement of educational communications and technology.

This book analyzes the nature and requirements of workplace e-learning based on relevant theories such as adult learning, community of practice, organizational learning, and the systems thinking. By integrating considerations on organization, pedagogy and technology, a performance-oriented e-learning framework is then presented, where performance measurement is used to: 1) clarify and link organizational goals and individual learning needs, 2) direct learning towards work performance; and 3) support social communication and knowledge sharing and management in the workplace. E-learning and related emerging technologies have been increasingly used by organizations to enhance the skills and performance of knowledge workers. However, most of the efforts tend to focus on the technology, ignoring the organizational context and relevant pedagogies of workplace learning. Many e-learning projects in the workplace settings fail to connect learning with work performance and align organizational goals and individual needs in a systemic way. Moreover, there is insufficient effort on externalizing and transferring tacit knowledge embedded in practices and expertise, based on which to maintain and expand knowledge assets for sustainable development. The book presents a systemic theoretical framework, design principles, and implementation methods, together with a case study to demonstrate the use and effectiveness of the performance-oriented approach to workplace e-learning, in which organizational, social and individual perspectives are integrated in a systemic way. The performance-oriented approach to workplace e-learning enables self-regulated and socially constructed learning activities to be clearly motivated and driven towards the goal of performance improvement, and makes learning at the organizational, social and individual levels integrated in a systemic way. The effects of individual and social learning support and organizational learning environment on employees' motivation to use performance-oriented e-learning are also investigated.